District of Columbia Projects
The spice trade played a key role in the development of society, advancing travel, technology, trade, knowledge transfer, food taste, preservation, agricultural practices, and health. This concept can be used as a rich analogy for describing how inspiration, creativity, motivation, and mentoring can be used to design PD to enhance teachers' science, technology, reading, engineering, arts, and mathematics (STREAM) content knowledge, teaching practice and pedagogy to transform the classroom learning experience.
The K-8 DC SPICE TEAM Consortium will engage in the STREAM Primary Source Inquiry to Cultivate Excellence by Design (SPICED). Faculty from the school of engineering and education work with teachers to develop scalable PD activities and curriculum units that provide unique connections between primary sources from loc.gov and Next Generation Science Standards through game based curriculum development for enhanced student learning and inquiry.
The SPICED Curriculum project goals are to support teachers in accessing primary sources from loc.gov; develop explicit links between primary sources and NGSS to enhance teacher content knowledge in STREAM; and gain a better understanding of the curriculum design process. This enriches the overall classroom learning environment for students through development of engaging hands on inquiry based curriculum units.
The Gettysburg Address, perhaps President Lincoln's best known speech, reiterated the principles of freedom and equality embraced by the Declaration of Independence and proclaimed the Civil War as a struggle not just for the preservation of the Union but also the principle of human equality. From that speech he called for a "new birth of freedom" and inspired the passage of the 13th, 14th, and 15th Amendments.
New Birth of Freedom: The Legacy of the 13th, 14th, and 15th Amendments aims to further discussion on the connection between the Civil War and Civil Rights and to promote the use of primary sources in Civil War to Civil Rights Curricula.
Through a series of workshops and educational opportunities participants gain insight into how the nation changed because of the Civil War and the legacy of the freedom amendments, while opening discourse on the overall meaning of freedom. "The Civil War Primer," a digital community that further supports project and institutional goals, supports educators in sharing ideas, tips, primary sources, activities, collections and resources and engaging in further investigation and discussion on the topic.
Civil War to Civil Rights two-day seminar for teachers focuses on the legislative process that led to emancipation. Participants come away from this weekend seminar with an array of primary sources focused on the themes, Congress and Emancipation, and the skills to develop engaging, content-driven learning experiences centered on the legislative process and emancipation. Participants gain a greater understanding of the legislative process here in the United States, the early Civil Rights Movement which led to the Thirteenth Amendment to the U.S. Constitution, and a greater understanding of the conflict between pro-slavery and anti-slavery factions which resulted in the Civil War.
Civil War Washington Teacher Fellows (CWWTF) Ford's Theatre Society and its partner sites (Tudor Place Historic House and Garden, President Lincoln's Cottage, and Frederick Douglass National Historic Site) use TPS grant funds to formalize the use of primary sources in a series of summer institutes and school year programs called Civil War Washington Teacher Fellows (CWWTF). For the past three years, CWWTF has modeled place-based, object-based, and performance-driven pedagogy in five-day teacher institutes focused on Civil War content. By formalizing the use of primary sources, introducing teachers to resources available on the Library of Congress website, and by incorporating a "train-the-trainer" model to encourage teachers to share what they have learned with other educators, Ford's Theatre Society and its primary consortium partners can improve upon an already successful workshop model and expand its reach. In the summer of 2011, CWWTF planned to serve 50 teachers from schools in Washington, D.C., and across the nation (many from schools in the TPS Eastern Region). These teachers directly benefit from the expansion of TPS resources implemented in the summer 2011 program, as will teachers who participate in subsequent CWWTF institutes. Many more teachers benefit indirectly by being "trained" by a returning Teacher Fellow.
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